Trinity University
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Stone Oak Park UbD Units
Education Department
2012
Stone Oak Park Exploration: 1st Grade
Canyon Ridge Elementary School (San Antonio, Tex.)
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Repository Citation
Canyon Ridge Elementary School (San Antonio, Tex.), "Stone Oak Park Exploration: 1st Grade" (2012). Stone Oak Park UbD Units. 6.
http://digitalcommons.trinity.edu/educ_stoneoak/6
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Stone Oak Park – 1st Grade
Title: Stone Oak Park Exploration
Topic: Living/Nonliving,
Plant Parts, and Food Chain
Subject/Course: Science
Grade: 1st
Designer(s): Canyon Ridge
Teachers
Stage 1- Desired Results
Established Goals:
Understandings:
*Objects are classified as living or nonliving.
*All living things have basic needs that can be
satisfied through interactions with living and
nonliving things.
*Plants have basic needs that need to be met and
understand how their needs are met.
*Plants are a system that is composed of parts that
work together.
*Life is dependent on plants.
*Plants and animals are interdependent for survival
purposes.
Essential Questions:
*How do living and nonliving things differ?
*What is the primary source of energy for all food
chains?
*How do living things depend upon one another to
survive?
*How does energy flow through a food chain?
*What are the basic needs of plants?
*How do plants grow and survive in our environment?
Knowledge and Skills:
(NEISD scope & sequence; TEKS; Core; etc.)
TEKS:
Materials Needed:
Camera, binoculars, magnifying glasses, scissors, glue,
clipboards, pencils, Living/Nonliving t-chart,
Interdependence-Food Chain Flowchart, Scavenger
Hunt; book Who Eats What? Or Food Chains: yarn+
(9) Organisms and environments. The student knows
that the living environment is composed of
relationships between organisms and the life cycles that
occur. The student is expected to:
(A) sort and classify living and nonliving things based
upon whether or not they have basic needs and
produce offspring;
1.2 A ask questions about organisms, objects, and events
observed in the natural world
1.2 C collect data and make observations using simple
equipment such as hand lenses, primary balances, and nonstandard measurement tools
1.2 D record and organize data using pictures, numbers, and
words
1.2 E communicate observations and provide reasons for
explanations using student-generated data from simple
descriptive investigations
10 (B) identify and compare the parts of plants;
9 (B) analyze and record examples of interdependence found
in various situations such as terrariums and aquariums
9 (C) gather evidence of interdependence among living
organisms such as energy transfer through food chains and
animals using plants for shelter
1.9 C gather evidence of interdependence among living
organisms such as energy transfer through food chains
Stage 2- Assessment Evidence/Vocabulary
Performance Tasks:
Vocabulary:
• Students will print their pictures of the plants Living; nonliving; food chain; interdependence;
energy; transfer; source; roots; flower; stem; leaves;
from the park and in small groups make a
plants; properties; environment
poster and label each kind of plant and its
characteristics.
• Students will draw and label in their science
journals the parts of a tree and a plant/bush
from the park and complete a Venn Diagram
to show similarities and differences.
Stage 3- Learning Plan
Pre-Field Trip Activity:
• Review vocabulary and concepts.
• Establish rules of conduct on the field trip. Show Stone Oak Park Powerpoint.
• Explain the use and care of the items in the backpack.
• Review field trip expectations.
• Collect field trip permission slip from each student.
Activity #1:
• While walking through the park students will draw and label examples of living and nonliving objects in
the correct column of their t-chart.
• Meet back in the amphitheater to share and discuss the examples that the students have discovered.
Discuss what characteristics make the objects living or nonliving.
• Have the students sort, cut, and glue picture cards by living/nonliving on Manila paper.
Activity #2:
• Sit quietly outside. Feel the warmth of the sun on your skin. Can you feel the sun’s energy? See the
sun shining on the plants around you. The plants are busy making food to help them grow. Look
carefully. Can you see any animals eating from the plants (drinking nectar, chewing leaves, eating
seeds, etc.)? Are there any animals that eat other animals?
• Read the book Who Eats What? Or Food Chains
• YARN ACTIVITY – Have students tape one picture each to their chests. Tell the students they will
make a food web. Have them stand in a circle and introduce themselves as the plant or animal they
represent. The student with the sun picture should stand in the center. They should look around and ask
themselves:
1. Who in the circle could I give my energy to? (Who might eat me?)
2. Who in the circle could give me energy? (Whom might I eat?)
Explain that the ball of yarn represents sunbeams or energy from the sun. Ask the student representing
the sun to hold the end of the yarn tightly and toss the ball to someone who can use that energy (a green
plant). When a student representing the green plant catches the ball of yarn, he or she should hold a
piece of the yarn and throw the ball to someone else that could use the energy. For example, the sun
might throw the yarn to the grass, the grass to the grasshopper, and the grasshopper to the meadowlark.
After the yarn reaches a carnivore, break it off to represent one food chain. Return the yarn to the sun
to start another chain. This time the sun might throw its energy to the grass, the grass to the field
mouse, and the field mouse to the great horned owl. Again, break the yarn, throw it back to the sun, and
have the sun start another chain. Continue making chains until every student holds as least one strand
of yarn.
• Each group of students will observe, record and complete “Interdependence – Food Chain Flowchart”
• Students draw pictures and label parts of a food chain that is observed. (Ex. Sun, grass, grasshopper,
bird)
Activity #3:
• Each group will observe, record, and take pictures of:
1. Trees – height and kinds
2. Bushes – leaves and size
3. Plants – size, kind, textures
4. Flowers and its parts
5. Insects that depend on plants
• Students will complete Scavenger Hunt and discuss questions with teacher.
Living/Nonliving Cards
beetle
bird
cactus
breath
flame
crab
bubbles
ice
juice
fern
mouse
magnet
milk
sand
mud
Pine Tree
seaweed
spider
toadstools
tears
steam
water
Food Web Pictures
Human
Duck
Grass
Deer
Bee
Owl
Mole
Beetle
Prairie Dogs
Sunflower
Quail
Meadow Lark
Bison
Butterfly
Aster
Coyote
Sun
Clover
Orchard Grass
Rabbit
Hawk
Spider
Frog
Snake
Caterpillar
Fox
Mouse
Grasshopper
Coneflower
Worm
Raccoon
Black-eyed Susan